Today reading is considered to be one of the reason why students increasingly move away from the books, dislike and don’t read enough. This is mostly due to it's unadjusted content for young people, but also to the way it is handled by established methodological approaches and methods. The aim of this research was to investigate the application of more contemporary teaching approaches and methods to the reading in the lower grades of primary school. The research was conducted in two third grades of elementary school by the method of experiment with comparative groups, which sought to determine whether there are differences in the knowledge and satisfaction of students by applying a traditional and contemporary approach to teaching reading. In both groups, control and experimental, the same literary work was interpreted according to chosen methodological system. The results of the research, obtained by means of a final knowledge test and evaluation sheet at the end of the hour, showed greater success of the experimental group, both in knowledge and in satisfaction with teaching. Research has shown that in lower grades, more sophisticated methodological systems can be successfully applied, but also more contemporary methods using new media as a component of contemporary student -centered teaching.